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Title: | Critical thinking and dialogic teaching : assets for Accounting education |
Authors: | Borg, Darren (2020) |
Keywords: | Accounting -- Study and teaching (Secondary) -- Malta Critical thinking -- Malta Communication in education -- Malta Dialogue Teacher-student relationships -- Malta Effective teaching -- Malta Active learning -- Malta |
Issue Date: | 2020 |
Citation: | Borg, D. (2020). Critical thinking and dialogic teaching: assets for Accounting education (Master's dissertation). |
Abstract: | The need for reforming accounting education to transform it into a more meaningful and relevant practice has been going on for years, with various claims hailing from all over the globe. Enhancing critical thinking skills of accounting learners is a central theme for those advocating for a change in accounting education (Wolcott et al., 2002). Furthermore, the concept of dialogic teaching has been identified as a complementary pedagogical approach to and enhances critical thinking (Davies et al., 2017). Dialogic teaching is built around the ability of the educator to create an environment in which dialogue with and amongst classroom participants can take place. This study aimed at determining if and how critical thinking and dialogic teaching are currently used by local accounting educators and to develop a resource pack that infuses dialogic teaching and critical thinking with a specific focus on the topic of depreciation. This study also aimed at identifying potential critical thinking and dialogic teaching possibilities within the proposed accounting Learning Outcomes Framework. For this dissertation a qualitative research approach was adopted. Data was collected through two sets of semi-structured one-to-one interviews with three accounting educators and three in-class observation sessions for each educator. The in-class observations and the first set of semi-structured interviews explored the educators’ outlook and handling of critical thinking and dialogic teaching in relation to accounting education and generated ideas which inspired the preparation of the resource pack. The second round of semi-structured interviews provided useful evaluative feedback in relation to the resource pack. This study highlights that dialogic teaching and critical thinking are compatible with the teaching and learning of accounting and that they provide multiple benefits for both the learners and educators. It also suggests that the implementation of the Learning Outcomes Framework, specifically those related to accounting, call for a learnercentred pedagogy that can be assisted through the use of dialogic teaching and by instilling critical thinking in our classrooms. This study also sought to outline the potential of critical thinking as a tool that brings about transformation and promotes social justice. |
Description: | M.TEACHING&LEARNING |
URI: | https://www.um.edu.mt/library/oar/handle/123456789/78140 |
Appears in Collections: | Dissertations - FacEdu - 2020 |
Files in This Item:
File | Description | Size | Format | |
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20MTL005.pdf | 8.71 MB | Adobe PDF | View/Open |
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